AGRiCULTURE FOOD AND NATURAL RESOURCES (AFNR

6_5afnrstandards.pdf INTRODUCTION | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

AGRICULTURE, FOOD AND NATURAL

RESOURCES (AFNR) CAREER CLUSTER

CONTENT STANDARDS

© 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION I b. Back ground and Revision Process............................3 c. Organization.................................................................4-5 d. Structure ............................................................................ 6 e. Acknowledgements........................................................7

2. Foundational Content Standards ...............................8-35

a. Career Ready Practices..........................................9-26 b. AFNR Clus ter Skills ................................................27-35

3. Career Pathway Content Standards ......................36-126

a. Agribusiness Systems .......................................... 37-46 b. Animal S ystems...................................................... 47-59 c. Biotechnology Systems........................................60-71 d. Environmental Service Systems....................... 72-83 e. Food Products and Processing Systems......84-92 f. Na tural Resource Systems ................................93-105 g. Plant Systems........................................................106-116 h. Power, Structural and Technical Systems....117-126

4. Appendices ....................................................................127-139

Appendix A: Revision Methodology.................... 128-129 Appendix B: Subject Matter Experts...................130-139

TABLE OF CONTENTS

1. Introduction ........................................................................

....1-7 a. Purpose........................................................................ ........2

INTRODUCTION

1 © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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The agriculture, food and natural resources (AFNR) industry is a highly technical and ever-changing sector of the global economy upon

which everyone is dependent. We will continue to meet national and global demand for a safe and abundant food, fiber and fuel supply if

we invest in the growth and development of the human capital for the AFNR industry. Strong, relevant AFNR Career and Technical Edu-

cation (CTE) programs that are informed by industry and education stakeholders are one way we can meet workforce needs now and in

the future.

The AFNR Career Cluster Content Standards provide state agricultural education leaders and educators with a high-quality, rigorous set

of standards to guide what students should know and be able to do after completing a program of study in each of the following AFNR

career pathways:

1. Agribusiness Systems

2. Animal Systems

3. Biotechnology Systems

4. Environmental Service Systems

5. Food Products and Processing Systems

6. Natural Resource Systems

7. Plant Systems

8. Power, Structural and Technical Systems

State leaders and local educators are encouraged to use the standards as a guide for the development of well-planned curriculum and assessments for AFNR-related CTE programs. These standards are intended to help shape the design of all components of an agricultural education program including:

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Ĩĩ through organizations such as the National FFA Organization and the Post Secondary Agriculture Students Organization (PAS).

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Experience (SAE) Programs and internships.

WOR-BASED

LEARNING

(SAE, Internships, etc.)

CAREER AND

TECHNICAL

STUDENT

ORGANIZATIONS

(FFA,

PAS, etc.)

CLASSROOM &

LABORATORY

INSTRUCTION

Three circle model of agricultural education.

Just as agriculture varies throughout our nation and around the world, so will our agricultural education programs. Adoption and use of

these standards is voluntary, states and local entities are encouraged to adapt the standards to meet local needs. States should use these

standards in conjunction with state and local advisory committees to determine what is most relevant and appropriate for their students

in providing that all-important link between the school and the business community.

INTRODUCTION

| © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION INTRODUCTION | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫ ƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

BACKGROUND AND REVISION PROCESS

The National Council for Agricultural Education (The Council) strives to stimulate positive growth in agricultural education. Since its be-

ginning in December 1983, The Council has provided leadership for stakeholders in agriculture, food, ber and natural resources systems

education. In 2012, The Council identied the review and revision of the AFNR Career Cluster Content Standards as a goal in its 2012-15

Strategic Plan.

The AFNR Career Cluster Content Standards were originally developed as part of the 2003 United States Department of Education

(USDE) Career Clusters Project. In 2009, The Council rst reviewed and revised the content standards. The 2015 revision focused on en-

suring that the content standards:

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AFNR disciplines.

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plinary knowledge and skills.

A revision governing committee was appointed by The Council to achieve these goals and ensure the integrity of the process. Vivayic,

a learning solutions company, facilitated the process to revise the standards in partnership with The Council and the revision governing

committee.

The multi-stage review and revision process began in 2014 and was informed by input and guidance from more than 270 secondary and

post-secondary educators, business, industry and state leaders in career and technical education. A detailed overview of the process is

included in Appendix A and a list of individuals who provided subject matter expert input is included in Appendix B.

A goal of the AFNR Career Cluster Content Standards revision project is to identify strategies for encouraging adoption and use of this

body of work. In addition to the revisions to update the technical content and improvements to the clarity and consistency of the stan-

dards, several other steps were taken during the revision to work toward this goal. For example, the standards were aligned to the CCTC

Standards for Career Ready Practices and the AFNR Career Cluster. They were also cross-walked to several other key frameworks includ-

ing the Next Generation Science Standards, the Common Core Standards for English Language Arts and Mathematics, and the National

Standards for Financial Literacy.

INTRODUCTION

| © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION 33 INTRODUCTION | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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                             ?       This document outlines content standards for the CCTC Career Ready Practices, the AFNR Cluster Skills and eight AFNR career  pathways. A complete program of study will include instruction on essen- tial knowledge and skills that are required for success regardless Ě ċ - sential concepts are outlined in the following content standards:

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- encompasses fundamental skills and practices that all students should acquire to be career ready such as: responsibility, pro-ductivity, healthy choices, maintaining personal nances,

communication, decision-making, creativity and innova - tion, critical-thinking, problem solving, integrity, ethical leadership, management, career planning, technology ĥ ċ o * NOTE: The Biotechnology Systems (BS) standards outlined in this document are set forth by the Na - tional Council for Agricultural Education. Please see the BS Content Standards for more information.

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  fundamental knowledge and skills related to all AFNR professions. Students completing a program of study in any AFNR career pathway will demonstrate fundamen - tal knowledge of the nature, scope and relationships of AFNR systems and the skills necessary for analysis of current and historical issues and trends; application of Agriculture, Food and Natural Resource Content Standards consist of two foundations pieces and eight pathways technologies safety, health and environmental practic - es; stewardship of natural resources; and exploration of career opportunities.

INTRODUCTION

| © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION 4 INTRODUCTION | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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Beyond these foundational skills, the content standards are further organized into eight career pathways of study. The career pathway

content standards cover technical content required for future success within each respective pathway.

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- encompasses the study of agribusinesses and their management including, but not limit- ed to, record keeping, budget management (cash and credit), business planning, and sales and marketing. Students com - pleting a program of study in this pathway will demonstrate competence in the application of principles and techniques for the planning, development, application and management of agribusiness systems in AFNR settings.

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- encompasses the study of animal systems, including content areas such as life processes, health, nutrition, genetics, management and processing, as applied to small animals, aquaculture, exotic animals, livestock, dairy,

ĥ ċ study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of animal systems in AFNR set - tings.

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- encompasses the study of using data and scientific techniques to solve problems con-cerning living organisms with an emphasis on applications to agriculture, food and natural resource systems. Students com-pleting a program of study in this pathway will demonstrate competence in the application of principles and techniques for

the development, application and management of biotechnol - ogy systems in AFNR settings.

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- encompasses the study of systems, instruments and technology used to monitor and minimize the impact of human activity on environmen - tal systems. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of environmental service systems in AFNR settings. đƫ - encompasses the study of food safety and sanitation; nutrition, biology, mi- crobiology, chemistry and human behavior in local and global food systems; food selection and processing for storage, distri- bution and consumption; and the historical and current devel - opment of the food industry. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of food products and processing systems in AFNR settings.

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- encompasses the study of the management, protection, enhancement and improve-ment of soil, water, wildlife, forests and air as natural resources. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of natural resource systems in AFNR settings.

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- encompasses the study of plant life cycles, classifications, functions, structures, reproduction, media and nutrients, as wells as growth and cultural practices

Č Č Č ĥ ornamental plants. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of plant systems in AFNR settings.

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- encom-passes the study of agricultural equipment, power systems, alternative fuel sources and precision technology, as well as woodworking, metalworking, welding and project planning for agricultural structures. Students completing a program of study in this pathway will demonstrate competence in the application of principles and techniques for the development, application and management of power, structural and techni-cal systems in AFNR settings.

5 INTRODUCTION | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION6 ƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ►

STRUCTURE

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Common Career Technical Core (CCTC) Standards ĥ

o * NOTE: The Biotechnology Systems (BS) standards outlined in this document are set forth by the Na-

tional Council for Agricultural Education. Please see the BS Content Standards for more information.

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Sample Measurementssample

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Performance Indicators -

cators of the knowledge and skills students should attain through a program of study in this pathway.

Attainment of the knowledge and skills outlined in the performance indicators is intended to demon-

strate an acceptable level of prociency with the related performance element at the conclusion of a

program of study in this area. INTRODUCTION | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫƫƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫ ƫƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫƫƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫƫ ƫƫ ƫ ƫƫ ƫ ƫƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫ ƫƫƫƫ ƫƫ ƫƫ

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JOHN DEERE

ACKNOWLEDGEMENTS

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SPONSORED BY:

As a special project of the National FFA Foundation 77
FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION8

FOUNDATIONAL

CONTENT STANDARDS

8 © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION A gribbussinessSSysstem s C aareeerPathhwaay A nnn im a l SS y s t e m s C a rr eee e r P aa t h w a y P o w eee r , rr S t r uu c t u r a l a n d T e TT c hhh n i c a l S y s t e m s C a C aaa r e ee r PP a t hh ww aaa yyy E n vv i r oo n m e nn t aa l S e r vv i cc e S y s tt e mm s C a r ee e rr P a t hh ww aa y

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Career Ready

Practices

Content

Standards

AA FF N R C L U

S T E

R S K I L LL SSS A FFF N R C A R

E E R

P A T H W AA YYY C O N T E N T STA N D A R D S C O N T E N T S TA N D A R D S

CAREER READ

PRACTICES

9 9 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION10

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► Agriculture, Food and Natural Resources Content Standards Common Career Technical Core Career Ready Practices Content Standards

PURPOSE:

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SCOPE:

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DEFINITIONS:

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Sample Measurementssample- sureable activities that students might carry out to indi- cate attainment of each performance indicator at three levels of prociency - awareness (a), intermediate (b), and advanced (c). This is not intended to be an all-encompass - ing list; the sample measurements are provided as exam- ples to demonstrate a logical progression of knowledge and skill development pertaining to one or more content areas related to the performance indicator. State and local entities may determine the most appropriate timing for attainment of each level of prociency based upon local

CTE program structures.

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Common Career Technical Core (CCTC) Standards ĥ nical Education Foundation and are used here with per- mission. These statements dene what students should know and be able to do after completing instruction in a program of study for this pathway.

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Performance Indicators-edge and skills students should attain through a program of study in this pathway. Attainment of the knowledge and skills outlined in the performance indicators is intended to demonstrate an acceptable level of prociency with the related CCTC Standard at the conclusion of a CTE pro-

gram of study.

CONNECTIONS TO OTHER PATHWAYS:

FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ► CRP.01. Act as a responsible and contributing citizen and employee.

Career-ready individuals understand the obligations and responsibilities of being a member of a community, and

they demonstrate this understanding every day through their interactions with others. They are conscientious of

the impacts of their decisions on others and the environment around them. They think about the near-term and

long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams,

families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and

in participating in activities that serve the greater good. CRP.01.01. Model personal responsibility in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.01.01.01.a.

Define personal responsibility CRP.01.01.01.b. Analyze and predict how CRP.01.01.01.c. Evaluate past workplace and

and distinguish how it applies in workplace personal responsibility impacts the workplace community situations and determine how

and community (e.g., make educated choices, and community. personal responsibility positively or negative-

listen and follow directions, ask for help when ly impacted outcomes. needed, meet expected standards, etc.).

CRP.01.01.02.a.

Distinguish personal levels of responsibility, which can be applied in the

workplace and community. CRP.01.01.02.b. Assess personal level of responsibility and examine opportunities for improvement. CRP.01.01.02.c. Model personal responsibility in workplace and community situations.

CRP.01.02 Evaluate and consider the near-term and long-term impacts of personal and professional decisions on employers and community before taking action.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.01.02.01.a.

Classify the near- and long - term impacts of personal decisions on self and others (e.g., decisions involving health, relationships, money, perceptions, education,

etc.). CRP.01.02.01.b. Assess the pros and cons of personal decisions based on their anticipated impact on self and others.

CRP.01.02.01.c.

Make and defend personal decisions after analyzing their near- and long - term impacts on self and others. 11 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

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CRP.01.02.02.a.

Classify professional deci -CRP.01.02.02.b. Analyze the pros and cons of CRP.01.02.02.c. Make and defend profession-

sions by their near- and long-term impact on professional decisions based upon impact on al decisions after evaluating their near- and

employers and community (e.g., decisions in-employers and community. long-term impacts on employers and commu-

volving: nancials, business goals, processes, nity. customer satisfaction, corporate image, etc.). CRP.01.03. Identify and act upon opportunities for professional and civic service at work and in the community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.01.03.01.a.

Define and categorize oppor

-CRP.01.03.01.b. Assess available professional CRP.01.03.01.c. Devise, implement, and evalu-

tunities for professional service at work and service opportunities at workplaces and in ate strategies for involvement in professional

in the community (e.g., serve on committees, community (e.g., trainings, organizing events, service opportunities at work and in the com-

attend meetings, etc.). etc.). ĨċċČ ĥČ - tions at meetings, etc.).

CRP.01.03.02.a.

Identify civic service oppor -CRP.01.03.02.b. Assess available civic ser-CRP.01.03.02.c. Devise, implement, and

tunities in workplaces and the community vice opportunities at workplaces and in the evaluate strategies for personal involvement

(e.g., organizations, fundraising, etc.). community (e.g., community events, attend

meetings, etc.). in civic service at work and in the community (e.g., volunteer at food pantry, community clean-up, join organizations or committees, etc.).

CRP.02. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and education

to be more productive. They make connections between abstract concepts with real-world applications, and they

make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation.

CRP.02.01. Use strategic thinking to connect and apply academic learning, knowledge and skills to solve problems in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.02.01.01.a.

Distinguish opportunities to CRP.02.01.01.b. Assess workplace problems CRP.02.01.01.c. Apply academic knowledge

apply academic learning to solve problems in and identify the most appropriate academic and skills to solve problems in the workplace

the workplace (e.g., identify how to: increase knowledge and skills to apply. ċ productivity, reduce costs, lower inputs, etc.). 12 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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CRP.02.01.02.a.

Distinguish opportunities to apply academic learning to solve problems in the community (e.g., identify how to: stop businesses from closing, increase access to emergency services, eliminate hunger, reduce

unemployment, etc.). CRP.02.01.02.b. Assess community problems and identify the most appropriate academic knowledge and skills to apply.

CRP.02.01.02.c.

Apply academic knowledge

and skills to solve problems in the community ċ CRP.02.02. Use strategic thinking to connect and apply technical concepts to solve problems in i the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.02.02.01.a.

Identify opportunities to apply technical concepts to solve problems in the workplace (e.g., identify how to: increase sales, better customer service, reduce inputs,

reduce waste, ensure sustainability, etc.). CRP.02.02.01.b. Assess workplace problems and distinguish the most appropriate techni-cal concepts to apply.

CRP.02.02.01.c.

Apply technical concepts to upon the results achieved.

CRP.02.02.02.a.

Identify opportunities to apply technical concepts to solve problems in the community (e.g., identify how to: ensure safe routes to schools, reduce vandalism,

reduce air pollution, etc.). CRP.02.02.02.b. Assess community problems and identify the most appropriate technical concepts to apply.

CRP.02.02.02.c.

Apply technical concepts to upon results achieved. CRP.03. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and personal

well-being; they act on that understanding to regularly practice healthy diet, exercise and mental health activities.

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Career-ready individuals also take regular action to contribute to their personal financial well-being, understanding

that personal financial security provides the peace of mind required to contribute more fully to their own career

success. i CRP.03.01. Design and implement a personal wellness plan.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

13 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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CRP.03.01.01.a.

Examine and summarize components in a personal wellness plan (e.g., healthy diet, exercise, mental health activities, etc.). CRP.03.01.01.b. Assess the risks and benefits of implementing a personal wellness plan.

CRP.01.01.c. Create, implement and continual-

ly evaluate a personal wellness plan.

CRP.03.01.02.a.

Research the impact of ĥ

communities. CRP.03.01.02.b. Analyze the relationship between personal wellness and workplace performance. CRP.01.02.c. Evaluate personal wellness plans in workplace and community organizations ċ

i CRP.03.02. Design and implement a personal financial management plan.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.03.02.01.a.

Research and examine CRP.03.02.01.b. Analyze management tools CRP.03.02.01.c. Appraise and select manage-

components in a personal nancial manage-available for managing personal nances ment tools to include in a personal nancial

ment plan (e.g., income, expense, budgeting, (e.g., software, calendars, banks, nancial management plan.

savings, credit, etc.). institutions, etc.).

CRP.03.02.02.a.

Examine and categorize per -CRP.03.02.02.b. CRP.03.02.02.c. Design, implement and eval-

sonal nancial practices (e.g., earning, spend-of a personal nancial management plan and uate a personal nancial management plan

ing, use of management tools, credit, etc.). explain how this practice may contribute to future nancial independence.

CRP.04. Communicate clearly, e?ectively and with reason.

Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal

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active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their

communication and prepare accordingly to ensure the desired outcome. CRP.04.01. Speak using strategies that ensure clarity, logic, purpose and professionalism in i formal and informal settings.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

14 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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CRP.04.01.01.a.

Identify and categorize CRP.04.01.01.b. Analyze use of verbal and CRP.04.01.01.c. Ě

strategies for ensuring clarity, logic, purpose non-verbal communication strategies in work-non-verbal communications (e.g., speeches,

and professionalism in verbal and non-verbal place situations. presentations, oral reports, etc.) and propose

communication (e.g., vocal tone, organization recommendations for improvement in clarity, of thoughts, eye contact, preparation, etc.). logic, purpose and professionalism.

CRP.04.01.02.a.

Examine and assess personal CRP.04.01.02.b. Apply strategies for speak-CRP.04.01.02.c. Evaluate personal strengths

ability to speak with clarity, logic, purpose ing with clarity, logic, purpose and profes-and areas for growth with regard to speaking

and professionalism in formal and informal sionalism in a variety of situations in formal formally and informally with clarity, logic, pur-

settings (e.g., speeches, interviews, presenta -and informal settings. pose and professionalism, and identify ways tions, oral reports, etc.). to improve. CRP.04.02. Produce clear, reasoned and coherent written and visual communication in formal i and informal settings.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.04.02.01.a.

Research and summarize

visual communication in formal and informal settings (e.g., letters, emails, reports, social media, graphics, diagrams, etc.). CRP.04.02.01.b. Compare and contrast the visual communication. CRP.04.02.01.c. - nication for achieving their intended purpose.

CRP.04.02.02.a.

Identify and examine meth -CRP.04.02.02.b. Apply techniques for ensur-CRP.04.02.02.c. Compose clear and coherent ods for producing clear, reasoned and co -ing clarity, logic and coherence to edit written written documents and visuals (e.g., agen-

herent written and visual communication and visual communications (e.g., emails, das, audio-visuals, drafts, forms, etc.) that are

that are appropriate to the task, purpose and reports, presentations, technical documents, adapted to the audience needs in both formal

audience (e.g., audience analysis, objective diagrams, etc.). and informal settings. development, etc.) CRP.04.03. Model active listening strategies when interacting with others in formal and i informal settings.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.04.03.01.a.

Research and summarize components of active listening (e.g., eye con -

tact, have an open mind, restate, etc.). CRP.04.03.01.b. Apply active listening strat-egies (e.g., be attentive, observe non-verbal cues, ask clarifying questions, etc.). CRP.04.03.01.c. -

tiveness and devise a plan to improve active listening skills. 15 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫ ƫƫƫƫ ƫƫ ƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ►

CRP.04.03.02.a.

Observe and identify use CRP.04.03.02.b. Apply and evaluate personal CRP.04.03.02.c. Model active listening strate-

of active listening strategies in formal (e.g., level of active listening strategies in formal gies in formal and informal settings.

speeches, presentations, etc.) and informal and informal settings. (e.g., conversations, meetings, etc.) settings. CRP.05. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

ĥ Č ċ Č Č Č

nature of their work as it relates to the impact on the social condition, the environment and the profitability of the

organization. CRP.05.01. Assess, identify and synthesize the information and resources needed to make decisions that positively impact the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.05.01.01.a.

Examine and describe the steps in the decision-making process used in

the workplace and community. CRP.05.01.01.b. Analyze how the process of decision making is used in workplace and community situations. CRP.05.01.01.c. Evaluate workplace and com-munity decision-making processes and devise strategies for improvement.

CRP.05.01.02.a.

Examine and explain the CRP.05.01.02.b. Analyze past workplace and CRP.05.01.02.c. Evaluate workplace and

relationship between information, resources community situations to determine if appro-community situations and recommend the

and good decision making in workplace and priate information and resources were used information and resources needed to support

community situations. ċ good decisions.

CRP.05.01.03.a.

Classify the types of infor - mation (e.g., data, research, procedures, regulations, etc.) and resources (e.g., human, nancial, technology, time, etc.) that may be used to make workplace and community

decisions. CRP.05.01.03.b. Analyze workplace and com-munity decisions and assess the information and resources used to make those decisions.

CRP.05.01.03.c.

Synthesize information and resources and apply to workplace and com - munity situations to make positive decisions. CRP.05.02. Make, defend and evaluate decisions at work and in the community using information about the potential environmental, social and economic impacts.

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

16 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

ƫ ƫƫ ƫ ƫƫ

ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ►

CRP.05.02.01.a.

Examine areas in the work- place and community where decisions will

make a positive impact. CRP.05.02.01.b. Apply a structured deci-sion-making process to improve workplace and community situations. CRP.05.02.01.c. Evaluate and defend deci-sions applied in the workplace and communi-ty situations.

CRP.05.02.02.a.

Examine information about environmental, social and economic impacts when making decisions in the workplace and community. CRP.05.02.02.b. Assess past decisions made in workplace and community and analyze Č

economic situations. CRP.05.02.02.c. Evaluate workplace and community situations and propose decisions to be made based upon the positive impact made on environment, social and economic areas.

CRP.06. Demonstrate creativity and innovation.

ġ Č

those ideas in a useful and productive manner to improve their organization. They can consider unconventional

S

ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions

will add greatest value. They seek new methods, practices and ideas from a variety of sources and seek to apply

those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an

organization. CRP.06.01. Synthesize information, knowledge and experience to generate original ideas and i challenge assumptions in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.06.01.01.a.

Identify and summarize steps for generating ideas used in the workplace

and community. CRP.06.01.01.b. Synthesize information, knowledge and experiences to generate ideas for workplace and community situations. CRP.06.01.01.c. Evaluate workplace and community situations and devise strategies to apply original ideas.

CRP.06.01.02.a. ėĘCRP.06.01.02.b. Analyze how assumptions CRP.06.01.02.c. Devise and apply strategies

-can impact outcomes in a variety of work-(e.g., ask questions, brainstorm ideas, present place and community situations. facts and information etc.) to challenge com- workplace and community situations. mon assumptions in workplace and communi-ty situations. CRP.06.02. Assess a variety of workplace and community situations to identify ways to add i value and improve the eciency of processes and procedures.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

17 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ►

CRP.06.02.01.a.

Identify and categorize the CRP.06.02.01.b. Analyze how processes and CRP.06.02.01.c. Evaluate past workplace and

types of processes and procedures used in procedures are implemented in workplace community situations and determine how

workplaces and the community (e.g., health and community situations (e.g., employee processes and procedures impacted out-

and safety, email, compliance, etc.). evaluations, vacation, leave time, etc.). comes.

CRP.06.02.02.a.

Identify and summarize methods used to increase e?ciency and add value to workplace and community processes and procedures (e.g., individual input, sched -

uled reviews, etc.). CRP.06.02.02.b. Predict and communicate potential gains in e?ciency and value-added from implementing an improved process or procedure.

CRP.06.02.02.c.

Construct and implement methods to improve workplace and commu - nity processes and procedures. CRP.06.03. Create and execute a plan of action to act upon new ideas and introduce innovations to workplace and community organizations.

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.06.03.01.a.

Examine workplace and com-CRP.06.03.01.b. Assess and communicate the CRP.06.03.01.c. Design a plan of action to

munity situations to identify opportunities for risks and benets of applying new ideas and introduce a new idea or innovation into the

improvement through the introduction of new innovations to the workplace and community. workplace and community.

ideas and innovations.

CRP.06.03.02.a.

Identify individuals and CRP.06.03.02.b. Elicit and assimilate input CRP.06.03.02.c. Evaluate and execute strate-

organizations (i.e., stakeholders) that need and feedback from individuals and organiza-gies for using stakeholder input and feedback

to provide input and feedback on new ideas tions about new ideas or innovations for the to improve a plan of action for introducing a

or innovation prior to implementation in the workplace or community. new idea or innovation into the workplace or

workplace or community. community. CRP.07. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change practices

or inform strategies. They use a reliable research process to search for new information. They evaluate the validity

of sources when considering the use and adoption of external information or practices. They use an informed

process to test new ideas, information and practices in their workplace situation. CRP.07.01. Select and implement reliable research processes and methods to generate data for decision-making in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

18 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

ƫ ƫƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ►

CRP.07.01.01.a.

Identify and summarize reli -CRP.07.01.01.b. -CRP.07.01.01.c. Ě- able research processes and methods used to search methods are used to generate data in Ě- generate data for decision-making. a variety of situations. cesses and propose recommendations for improvement.

CRP.07.01.02.a.

Identify the data require - ments for potential decisions in the work- place and community and determine possible research strategies to use to generate the necessary data. CRP.07.01.02.b. Assess the positives and neg- and methods to generate data for workplace and community decisions and use this infor -

mation to select appropriate methods. CRP.07.01.02.c. Design plans for use and im-plementation of reliable research methods to generate data for decision making in work-

place and community situations. CRP.07.02. Evaluate the validity of sources and data used when considering the adoption of i new technologies, practices and ideas in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.07.02.01.a.

Identify and summarize types of data sources available to research new technologies and practices for workplaces and community organizations (e.g., blog, research, news, etc.). CRP.07.02.01.b. Assess data sources for reli-ability and validity.

CRP.07.02.01.c.

Propose valid and reliable data sources to use when considering the adoption of new technologies, practices and ideas.

CRP.07.02.02.a.

Categorize potential tech - nologies, practices and ideas that could be adopted by workplaces and community

organizations. CRP.07.02.02.b. Assimilate data to assist in making a decision about the adoption of a new technology, practice or idea by work-

places and community organizations. CRP.07.02.02.c. Create and defend propos-als for new technologies, practices and ideas using valid and reliable data sources.

CRP.08. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and

S ċ

to address the problem. They thoughtfully investigate the root cause of the problem prior to introducing solutions.

They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to

ensure the problem is solved, whether through their own actions or the actions of others. CRP.08.01. Apply reason and logic to evaluate workplace and community situations from i multiple perspectives. 19 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫƫ ƫ ƫƫ ƫ ƫ

ƫƫ ƫƫ

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.08.01.01.a.

Identify and summarize steps to think critically (e.g., identify problem, gath - er information, brainstorm solutions, etc.). CRP.08.01.01.b. Apply steps for critical think- ing to a variety of workplace and community

situations. CRP.08.01.01.c. Evaluate how applying critical thinking skills can impact workplace and community situations.

CRP.08.01.02.a.

Examine and identify oppor -CRP.08.01.02.b. Assess solutions to work-CRP.08.01.02.c. Devise and implement strat-

tunities to apply reason, logic and multiple place and community problems for evidence egies to apply reason, logic and input from

perspectives to solve problems in workplace of reason, logic and consideration of multiple multiple perspectives to solve workplace and

and community situations. perspectives. community problems. CRP.08.02. investigate, prioritize and select solutions to solve problems in the workplace and I community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.08.02.01.a.

Investigate and summarize CRP.08.02.01.b. Assimilate and prioritize CRP.08.02.01.c. Devise and implement strat-

potential tools and resources used to solve potential solutions to solve problems in the -

problems in the workplace and community. workplace and community. tions for resolving workplace and community problems.

CRP.08.02.02.a.

Identify and summarize steps in the decision-making process to solve

workplace and community problems. CRP.08.02.02.b. Apply decision-making pro-cesses to generate possible solutions to solve workplace and community problems. CRP.08.02.02.c. Evaluate and select solutions with greatest potential for success to solve workplace and community problems.

CRP.08.03. Establish plans to solve workplace and community problems and execute them with I resiliency.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.08.03.01.a.

problem solving models and summarize their applicability to workplace and community

situations. CRP.08.03.01.b. Analyze and determine the best problem-solving model to apply to workplace and community problems.

CRP.08.03.01.c.

ġ- ing a solution to workplace and community issues.

CRP.08.03.02.a.

Identify and analyze the elements of a plan for solving workplace and community problems (e.g., budget, timeline, etc.). CRP.08.03.02.b. Create plans to solve work-

place and community problems. CRP.08.03.02.c. Implement and evaluate plans to solve workplace and community problems.

20 FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫ

ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫ ƫƫ ƫƫ

ƫ ƫƫ ƫƫ

► CRP.09. Model integrity, ethical leadership and e?ective management.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and

ċ S

to address the problem. They thoughtfully investigate the root cause of the problem prior to introducing solutions.

They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to

ensure the problem is solved, whether through their own actions or the actions of others. CRP.09.01. Model characteristics of ethical and e?ective leaders in the workplace and i community (e.g. integrity, self-awareness, self-regulation, etc.).

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.09.01.01.a.

Identify and summarize the CRP.09.01.01.b. Analyze workplace and com-CRP.09.01.01.c. munity leaders and determine what ethical leadership characteristics demonstrated by in workplace and community settings. demonstrate. others.

CRP.09.01.02.a.

- ĥ or personally demonstrated (e.g., motivation, empathy, etc.). CRP.09.01.02.b. Conduct a self-assessment characteristics (e.g., relates to others, fo - Č

Čċĩ

results to identify opportunities for improve - ment. CRP.09.01.02.c. Model characteristics and workplace and community situations (e.g., integrity, self-awareness, etc.). CRP.09.02. Implement personal management skills to function e?ectively and eciently in the i workplace (e.g., time management, planning, prioritizing, etc.).

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.09.02.01.a.

Identify and summarize per -CRP.09.02.01.b. ĚCRP.09.02.01.c. Evaluate opportunities to sonal management skills necessary to func -apply personal management skills into daily ĨċċČdetermine how they apply them in workplace tasks and responsibilities. management, planning, prioritizing, etc.). and community situations. 21
FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫƫ ƫƫƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫƫ

ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ►

CRP.09.02.02.a.

Examine and describe per - sonal management skills (e.g., time manage - ment, prioritizing, setting goals, etc.) that are individually implemented and demonstrated

in workplace and community situations. CRP.09.02.02.b. Conduct a self-assessment of personal management skills used in daily workplace or community situations.

CRP.09.02.02.c.

Model personal management skills and identify opportunities for continu - ous improvement. CRP.09.03. Demonstrate behaviors that contribute to a positive morale and culture in the workplace and community (e.g., positively inuencing others, e?ectively communicating, etc.).

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.09.03.01.a.

Identify and summarize respectful and purposeful behaviors that contribute to positive morale and culture in workplace and community settings (e.g., pos - Č -

nicating, etc.). CRP.09.03.01.b. Analyze the relationship between demonstrating respectful and pur-poseful behaviors (e.g., collaborative, clear

Č ċĩ

the workplace and community. CRP.09.03.01.c. Evaluate workplace and community cultures and determine specif-ic behaviors and actions that contribute to building the morale and culture.

CRP.09.03.02.a.

Examine personal levels of respectful and purposeful behaviors and sum- marize how they are demonstrated (e.g., treat others with respect, model professionalism,

etc.). CRP.09.03.02.b. Devise, implement and eval-uate strategies for continuation and improve-ment of respectful and purposeful behaviors that contribute to positive morale and culture in workplace and community (e.g., recognize Ě Č Č ċĩċ CRP.09.03.02.c. Model respectful and pur-poseful behaviors that contribute to positive morale and culture in the workplace and ĨċċČ Č

recognizing accomplishments of others, etc.). CRP.10. Plan education and career path aligned to personal goals.

Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act

on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements.

Č Č

requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the

educational and experiential process, and they recognize that nearly all career paths require ongoing education and

experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and

personal goals. CRP.10.01. Identify career opportunities within a career cluster that match personal interests, talents, goals and preferences. 22
FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫƫ ƫƫ

►

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.10.01.01.a.

Determine personal interests, talents, goals and preferences for potential careers. CRP.10.01.01.b. Assess and select areas for growth and improvement based upon analy-

sis of personal interests for potential careers. CRP.10.01.01.c. Plan a career path based on personal interests, goals, talents and prefer-ences.

CRP.10.01.02.a.

Examine career clusters and identify potential career opportunities based on personal interests, talents, goals and pref -

erences. CRP.10.01.02.b. Analyze skills needed for potential careers and compare and contrast skills needed with personal interests, talents, goals and preferences. CRP.10.01.02.c. Match potential career op-portunities in career clusters with personal interests, talents, goals and preferences.

CRP.10.02. Examine career advancement requirements (e.g., education, certification, training, I etc.) and create goals for continuous growth in a chosen career.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.10.02.01.a.

Categorize career advance - ment requirements for potential careers (e.g.,

degrees, certication, training, etc.). CRP.10.02.01.b. Analyze the steps to meet career advancement requirements for poten-tial careers. CRP.10.02.01.c. Devise and implement plans to complete the requirements for career ad-vancement.

CRP.10.02.02.a.

Identify methods for setting goals for personal improvement and contin - uous growth in a career area (e.g., SMART goals, training, professional development,

etc.). CRP.10.02.02.b. Create goals for personal improvement and continuous growth in a career area.

CRP.10.02.02.c.

Evaluate actions taken and make appropriate modifications to continu - ous growth goals in career areas. CRP.10.03. Develop relationships with and assimilate input and/or advice from experts (e.g., I counselors, mentors, etc.) to plan career and personal goals in a chosen career area.

Sample Measurement: The following sample measurement strands are provided to guide the development of

M

ĨĩĚ

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.10.03.01.a.

Summarize ways that input CRP.10.03.01.b. Assess career and personal CRP.10.03.01.c. Devise strategies to gather

ĥ goals and determine additional information answers and information from career area

assist in planning personal career goals. career area experts could provide. experts and use this information to plan and execute goals.

23
FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ ƫƫ ƫ

ƫ ƫƫ ƫƫ ƫƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫ ƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ ƫƫ

ƫ ƫƫ

►

CRP.10.03.02.a.

Identify trusted individuals to CRP.10.03.02.b. Devise and implement strat-CRP.10.03.02.c. Assimilate input and advice

consult with on setting and achieving career egies to gather input and advice for plan-from experts and formulate plans to imple-

and personal goals (e.g., counselors, teachers, ning career and personal goals from trusted ment into career and personal goals for cho-

mentors, coaches, community leaders, etc.). experts. sen career areas. CRP.10.04. Identify, prepare, update and improve the tools and skills necessary to pursue a chosen career path.

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.10.04.01.a.

Identify and explain the pur -CRP.10.04.01.b. Organize personal infor-CRP.10.04.01.c. Select and use appropriate

pose of fundamental tools used to pursue a mation (e.g., goals, experiences, education, tools to pursue career advancement opportu-

career path (e.g., resume, cover letter, portfo -achievements, work examples, etc.) to pre-nities and assimilate feedback from the pro-

lio, etc.) as well as the common components pare and continuously update a set of tools cess to identify improvements for the future.

of each (e.g., content in cover letter, catego -to aid in the pursuit of a career path. ries in resume, etc.).

CRP.10.04.02.a.

Summarize common pro - cesses involved in pursuing a career (e.g., interviews, applications, networking, etc.) and the appropriate tools used for completing

each. CRP.10.04.02.b. Examine and practice the skills needed to complete common processes for pursuing a career (e.g., ability to commu-nicate about past experiences, ability to artic- Ě Č ċĩċ CRP.10.04.02.c. Apply skills to complete common processes involved in pursuing a ca-reer and assimilate input and feedback from experts (e.g., mentors, teachers, business persons, etc.) to improve.

CRP.11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

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technology. They are proficient with ubiquitous technology applications. They understand the inherent risks -

personal and organizational - of technology applications, and they take actions to prevent or mitigate these risks.

CRP.11.01. Research, select and use new technologies, tools and applications to maximize productivity in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

Ĩ ĩ Ě

related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.11.01.01.a.

Identify and summarize new CRP.11.01.01.b. Analyze advantages and dis-CRP.11.01.01.c. -

technologies, tools and applications to use in advantages of new technologies, tools and cations to explain the features, benets and

workplace and community situations. applications to maximize productivity in the workplace and community. risks of new technologies, tools and applica-tions in the workplace and community.

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FOUNDATIONAL CONTENT STANDARDS | © 2015 THE NATIONAL COUNCIL FOR AGRICULTURAL EDUCATION

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CRP.11.01.02.a.

Examine and categorize opportunities in workplace and community settings to use new technologies, tools and applications to maximize productivity and e?ciency. CRP.11.01.02.b. Select, apply and use new technologies, tools and applications in work- place and community situations to maximize productivity. CRP.11.01.02.c. make recommendations for using new tech - nologies, tools and applications in the work- place and community. CRP.11.02. Evaluate personal and organizational risks of technology use and take actions to i prevent or minimize risks in the workplace and community.

Sample Measurement: The following sample measurement strands are provided to guide the development of

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related to the above performance indicator. The topics represented by each strand are not all-encompassing.

CRP.11.02.01.a.

Identify and summarize potential personal and organizational risks of using technology in the workplace and

community. CRP.11.02.01.b. Assess the physical, financial and professional risks associated with using technology in the workplace and community and use this information to determine appro-priate uses of technology. CRP.11.02.01.c. Construct and implement methods to evaluate personal and o